Penelitian ini bertujuan untuk menginvestigasi bagaimana mahasiswa Pendidikan Matematika Universitas Ahmad Dahlan menyelesaikan permasalahan PISA. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif dan didukung dengan data kuantitatif. Sebanyak 20 mahasiswa baru program studi Pendidikan Matematika Universitas Ahmad Dahlan tahun akademik 2016/2017 berpartisipasi sebagai subjek penelitian ini. Instrumen PISA tahun 2012 dialihbahasakan ke Bahasa Indonesia dan selanjutnya digunakan untuk mengumpulkan data kemampuan literasi matematika dan mengidentifikasi kesulitan mahasiswa. Seluruh data dianalisis bedasarkan kerangka PISA. Secara umum, sebanyak 65.7% mahasiswa mampu memahami permasalahan yang diberikan dan membuat strategi pemecahan masalah. Namun demikian, hanya 46.9% mahasiswa yang menjawab dengan benar. Selain itu, sebanyak 36.8% mahasiswa memahami permasalahan level 6 dan 23.7% diantaranya menjawab pertanyaan dengan benar. Mahasiswa memiliki aktivitas yang baik dalam proses interpretasi terhadap permasalahan individu maupun kelompok. Meskipun demikian, mahasiswa mengalami kesulitan dalam proses merumuskan dan mengerjakan permasalahan yang diberikan terutama yang berkaitan dengan konteks kerja dan sains.
Many studies have revealed that fraction is a complicated mathematics topic for students. Students struggle to solve problems including comparison and addition of fractions correctly. However, some students often make some common mistakes in solving the mathematics problems. There are three types of errors in solving mathematics problems, which are factual error, procedural error, and computational error. This study was aimed at investigating various mistakes by students in problems related to fractions. A set of validated problems about comparing and adding fractions was assigned to third grade students of SD N Laboratorium Unesa Surabaya. The results indicated that some students were not aware on how to compare and add fractions. Most of these students employed incorrect strategies categorized as procedural and conceptual errors.
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